The following nine pages have sample PARCC-LIKE ITEMS aligned with the Math Practice Standards for grades 6, 7 and 8.
You may copy and re-use these with your students.
MP#2. Reason Abstractly and Quantitatively
Geometry: (from NY Regents June 2014 example 23)
Which statement has the same truth value as the statement “If a quadrilateral is a square, then it is a rectangle”?
(1) If a quadrilateral is a rectangle, then it is a square.
(2) If a quadrilateral is a rectangle, then it is not a square.
(3) If a quadrilateral is not a square, then it is not a rectangle.
(4) If a quadrilateral is not a rectangle, then it is not a square.
MP#3 Construct viable arguments and critique the reasoning of others
Geometry: 8.SP.4 “The Table Illustrates …. “ (from page 37-45 from NYS Testing Program; Common Core Sample Questions_Grade 8 draft copy) (MP# 2,3,4,5,6,7)
The table illustrates the results when 100 students wee asked the survey questions: Do you have a curfew? and Do you have assigned chores?
Is there evidence that those who have a curfew also tend to have chores
Chores / CurfewYes / No
Yes / 40 / 10
No / 10 / 40
Solution:Of the students who answered that they had a curfew, 40 had chores and 10 did not. Of the students who answered they did not have a curfew, 10 had chores and 40 did not.
From this sample, there appears to be a positive correlation between having a curfew and having chores.
MP#4Model with Mathematics
Grade 8: (from EngageNY 2013 test)
The population growth of two towns over a period of five years is represented by the system of equations below, both algebraically and graphically.
y= x + 6
y= 2x + 2
Which ordered pair is the solution to the system of equations?
A (2,6) B (4, 10) C (6,2) D (10, 4)
Key: B Measured CCLS: 8.EE.8a
Commentary: This question measures 8.EE.8a because it assesses the student’s ability to understand that solutions to a system of two linear equations in two variables correspond to points of intersection of their graphs, because points of intersection indicate values that satisfy both equations simultaneously.
Geometry: (from NY Regents June 2014 example 35)
MP#4Model with Mathematics (continued)
The graph below shows , the image ofafter it was reflected over the y-axis.
- Graph and label, the pre-image of.
- Graph and label, the image ofafter it is reflected through the origin.
- State a single transformation that will maponto.
MP#5Use Appropriate Tools Strategically
Geometry: (from NY Regents January 2014 example 1)
Which diagram shows the construction of a 45° angle?
Answer: ______
Geometry: (from EngageNY Regents January 2014 example 30)
Using a compass and straightedge, construct the perpendicular bisector of AB. [Leave all construction marks.
MP#6Attend to Precision
Grade 8: (from EngageNY test 2014 page 72)
A box contains 9 identical glass spheres that are used to make snow globes. The spheres are tightly packed, as shown below.
What is the total volume, in cubic inches, of all 9 spheres? Round your answer to the nearest tenth of a cubic inch.
Volume of sphere =
Show your work.
Geometry: (from EngageNY Regents January 2014, example 18)
MP#6Attend to Precision (continued)
As shown in the diagram below, a landscaper uses a cylindrical lawn roller on a lawn. The roller has a radius of 9 inches and a width of 42 inches.
Use this space for computations.
To the nearest square inch, the area the roller covers in one complete rotation is
(1) 2,374 (2) 2,375 (3) 10,682 (4) 10,688
MP#7Look for and Make Use of Structure
Grade 8: (from Engage NY 2014 test)
The four tables below show relationships in which the x values represent inputs and the y values represent the corresponding outputs.
Which table represents a relationship that is not a function?
A. Q B. R C. S D. T
Key: D Measured CCLS: 8.F.1
Commentary: This question measures 8.F.1 because it involves assessing the student’s understanding that a function is a rule that assigns to each input exactly one output.
Geometry: (from NY Regents exam January 2014 ex. 33)
State whether the lines represented by the equations and
are parallel, perpendicular or neither.
Explain your answer.
-13-
MP#8Look for and express regularity in repeated reasoning.
Grade 8: (from Barron’s Grade 8 NJ Math CCSS/PARCC 2015 edition, author J. Brendel Test 1 example 14, standard: 8.EE.1)
Answer the following questions based on the expression
Check √ Yes if the statement is true; check √ No if it is not true.
A.Simplified, this is equivalent to ___ Yes___ No
B.This expression is equivalent to ___ Yes___No
C.The following is an equivalent expression: ___ Yes___No
D.An equivalent expression is ___Yes___No
E.Another way to write this is -4.___Yes___No
Geometry: (from NY Regents Exam June 2015, example 17)
Given the statement, “If a number has exactly two factors, it is a prime number,” what is the contrapositive of this statement?
(1) If a number does not have exactly two factors, then it is not a prime number.
(2) If a number is not a prime number, then it does not have exactly two factors.
(3) If a number is a prime number, then it has exactly two factors.
(4) A number is a prime number if it has exactly two factors.
MP#8Look for and express regularity in repeated reasoning (continue
Algebra II:(from NY Regents exam June 2015, example 36)
The table below shows the amount of a decaying radioactive substance that remained for selected years after 1990.
Write an exponential regression equation for this set of data, rounding all values to the nearest thousandth.
Using this equation, determine the amount of the substance that remained in 2002, to the nearest integer.
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